What really matters is parental choice, not politically correct misplaced homogeneity

Dr. Alec O’Connell Headmaster

The current agenda focussing on Independent schools, in particular single gender boys’ schools, and why we shouldn’t have them is nothing new and has been played out in some mainstream press for many years.

Another revolving tiresome rhetoric is complaining about the funding of Independent and Catholic schools.

Political activists against Independent schools, such as the Save Our Schools movement (SOS), cannot leave the Independent school bashing alone. The SOS website highlights that they strive for a high-quality public education system that: ensures that all children receive the education necessary for a full adult life and to be active citizens; achieves social equity in education outcomes; and sustains a democratic and socially tolerant society. I agree with all these principles. My personal view is like the old saying, ‘when the tide rises all boats go with it’, and this applies to all schools. Society will be better for all schools, through funding and support, not through unnecessarily positioning one sector against another. This is where they miss the main game. The core issue is highlighted by Professor Pasi Sahlberg in stating that “equity and excellence are inseparable. Governments must work out how to deliver this.”

The SOS principles can be achieved by not having cheap shots about the PISA performance of Independent schools such as on their current website. Sadly, what they fail to understand is that most families chose Independent schools for a lot more than results, and furthermore taxpayers have a right to choose whether to spend their discretionary tax-payer dollars on their child’s education.

Based on their latest data from 2022 / 2023, here are just a few of the basic facts about Independent Schools:

• There are 1216 Independent schools across Australia with an average enrolment of 590 students.

• The median average school fee of Independent schools is $5,537

• The source of funding for Independent schools is 52% from private sources and 48% from all government sources.

• Parents and local school communities contribute $8.9 billion to recurrent and capital operations.

• Governments save an estimated $5.7 billion in funding due to contributions of Independent schools families.

• Capital funding comes from 86% private sources, 8% State and Territory governments, 6% Australian Govt Grants Programme.

• 4% are single-gender boys, 6% singlegender girls, 90% co-educational.

• Enrolment growth of 3.8% of 716,848 students, 19,299 indigenous, 4,352 overseas, 15,204 boarding, 157,000 requiring support

• Independent schools employ about 19.6% of all teachers in Australia.

• 121,941 teaching and non-teachers work in Independent schools.

If anyone is interested in reading further about many of the myths peddled about Independent schools, they may wish to access information on the Independent Schools Australia (ISA) site at https://isa.edu. au/our-sector/about-independent-schools/ myth-busting/

Unfortunately, a lot of armchair critics not only struggle with Independent and/or single-gender schools, they also cannot accept the fact that Independent schooling is not only important and necessary for a strong educational landscape, but is in fact growing and flourishing in Australia.

It is tedious listening to the sad annual ongoing rhetoric of these critics when all they need to understand is that parental choice is what truly matters. They also need to come to grips with a very simple metric –no government, state or federal, could ever afford to fill the enrolment void that would be left if there was no government support for Independent schools; not to mention the impossible financial (Capital and Recurrent) burden governments would face to educate all children, and provide the facilities to cater for all students.

Having said this, I am a great supporter of state school education, some truly great teachers and leaders, have spent their career in state schools. Scotch is surrounded by terrific state primary and secondary schools. Many families choose to stay in their local high school for personal reasons that are just as valid and important, because it represents parental choice, a key metric for a healthy community.

Choice is important for many reasons:

• Diverse learning styles and unique learning preferences such as formal versus more flexible environments. Having a range of schools and structures allows a family to find a learning context which suits their needs.

• Tailored learning opportunities offered by different schools allow specific interests and talents to be catered for, whether they are mathematical, sporting, vocational, theatrical or other. Genuine choice allows families to tailor their child’s educational needs.

• A diversity of options supports inclusivity so that students from various backgrounds, academic abilities, and personal needs can be catered for.

• Choice provides the opportunity to address very specific individual needs such as learning support for any disabilities, or language barriers requiring individualised attention and a focus of resources to address those needs.

• Homogeneity of schooling options can lead to a non-competitive environment. Competition, even within a state education system promotes innovation, including a culture of continual curriculum improvement, as well as focussing on teaching methods to attract and retain students.

Having an option of the best fit type of school may result in greater parental empowerment, engagement, and ownership.

In essence, parental choice in education enforces a very simple fact; every student is unique and has the right to an educational environment that best meets their needs and aspirations.

Of course, one of the most vexed issues for several commentators in today’s climate is that of single-gender. Much is written and argued fervently about this topic. Here are some of the key discussion points:

• Academically, single-sex schools have a long-standing tradition, but research shows that academic outcomes are not significantly different between single-sex and co-ed schools. A student’s social class background has a more substantial impact on academic achievement than the type of school they attend. The everrecurring myth that single-sex education is better for girls and co-ed is better for boys is a convenient truth that gets rolled-out with very little empirical causal data.

• Advocates argue that single-sex schools can break down gender stereotypes such as girls in singlesex schools may feel less pressure to compete with boys in traditionally maledominated subjects like math and science and that boys in single-sex schools may find it easier to pursue traditionally ‘feminine’ interests such as music, or drama or poetry.

• Curriculum choice is also a matter for consideration. Co-educational schools often offer a broader range of subjects and extra-curricular activities. Some classes may not be feasible in single-sex schools due to limited student numbers. Co-ed schools may be seen to provide a learning context where students can interact with peers of both genders fostering a more inclusive and diverse learning environment.

In summary, while both single-gender and co-ed schools have their merits, the key lies in offering choice. One of the most rolled-out arguments against single-gender education is that life is co-ed so schools should be too. This is not only simplistic but does not account for the way single-gender schools address gender diversity and interaction via their programmes and other co-curricular pursuits.

Remember that single-sex schools vary widely in their educational philosophies, traditions, and focus. These examples showcase the diversity of options available to students seeking a specific type of learning environment. Consequently, what are some of the perceived advantages of single-sex schools?

• Level playing field for girls. In mixedgender classrooms, boys often dominate due to their numerical majority. Singlesex schools provide a more balanced environment, allowing girls to participate actively. Some research supports the fact that in single-gender schools some girls perform better in STEM subjects.

• Reduced distractions, especially during teenage years, is another common argument in support of single-gender. Eliminating possible relationship distractions allows students to focus more on learning.

• Tailored instruction could also prove to be a side benefit of single-gender schools. Boys and girls may learn differently, and single-sex schools can tailor teaching methods accordingly. Teachers can address gender-specific learning styles effectively. Furthermore, unknowingly a student’s confidence and social skills may improve thus impacting on future relationship-based interactions.

While single-sex education has its advantages, like co-education and different sectorial options, it’s essential to offer a variety of educational choices to meet diverse student needs.

Growing up, I commenced my own education in a co-ed Catholic primary school in the UK in 1965. When I arrived in Western Australia in 1970, I begged my parents not to send me to the local Holy Family Catholic parish school which had three classrooms along a veranda with no playing fields and a lot of bitumen. As a result of my pleading, I spent three wonderful years at a state co-educational school, Como Primary, of which I have very fond memories. I later attended a singlegender senior school, St Norbert College, which became co-ed when I was in Year 11.

Finally, I sent my two children to coeducational Catholic primary and then secondary schools, based upon the logistical family convenience of having both at the same school.

So, where does all this lead to? Essentially, a balanced approach to societal educational offerings, including both co-education and single-sex schools, ensures that parents can find the best fit for their child’s unique learning journey.

Those who continue to denigrate singlegender, or Independent education should be seen for what they are; narrow minded, in some cases bigoted individuals who for some reason cannot accept that in a truly rich, vibrant, and progressive educational environment, there is still only one thing that truly matters – and that is parental choice.

Let’s hope the constant irrational bleating of these detractors will be seen for what it is, and not as an intellectual argument for why Independent or single-gender schools should not be supported.

Such emotional and biased rhetoric should never be afforded any serious credibility within the Australian educational landscape.